Literaturnachweis - Detailanzeige
| Autor/inn/en | Brooks, Jeffrey; Arnold, Noelle Witherspoon; Brooks, Melanie C. |
|---|---|
| Titel | Educational Leadership and Racism: A Narrative Inquiry into Second-Generation Segregation |
| Quelle | In: Teachers College Record, 115 (2013) 11, (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1467-9620 |
| Schlagwörter | Instructional Leadership; Racial Bias; Racial Segregation; School Segregation; Urban Schools; Equal Education; Teacher Attitudes; Administrator Attitudes; High Schools; Leadership Responsibility; Personal Narratives |
| Abstract | Background/Context: In-school racial segregation, also called second-generation segregation, is a social dynamic that is manifest in different and complicated ways in schoolhouses across the United States. This study sought to investigate how building-level leadership facilitates or impedes the practice of racial equity in an urban high school, from teachers' and administrators' perspectives. Purpose: The primary purpose of this exploratory study was to investigate how educational leaders perceive and influence second-generation in urban secondary schools. Research Design: As the purpose of the study was to ascertain leaders' perspectives, we followed a dialogic methodological approach used in studies seeking to investigate similar perceptual phenomena. This methodology emphasizes both personal narrative and dialogue. This study took place in a single urban high school in the Southeastern United States over the course of two academic years. Conclusions/Recommendations: The study revealed that both formal and informal leadership influenced second-generation segregation in the school. The authors conclude with recommendations for improving future research focusing on the topic and with recommendations for improved practice. (As Provided). |
| Anmerkungen | Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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